Social Perspectives on Gender

1. Social Perspectives on Gender © 2009, John B. Pryor Illinois State University

2. 20 Traits: Male or Female? • active • acts as a leader • aggressive • aware of others’ feelings • direct • dominant • easily expresses tender feelings • enjoys art & literature • gentle • independent • logical • neat • need for security • never cries • not emotional • objective • quite • religious • tactful • worldly

3. Competency cluster: aggressive, direct, independent, active, not emotional, objective, worldly, logical, dominant, acts as a leader, never cries warmth-expressiveness cluster: gentle, tactful, quite, religious, neat, aware of others’ feelings, easily expresses tender feelings, enjoys art & literature, need for security Gender StereotypesBroverman et a. (1972)

4. Healthy women are expected to be less: independent adventurous aggressive competitive Healthy women are expected to be more: submissive easily influenced excitable in minor crises conceited about their appearance Describe a healthy, mature, socially competenta) male, b) female, or c) adult (sex unspecified) from Broverman, et al.

5. Consequences of stereotypes at work • Ideal managers are described as more male-like (women no longer believe this in the U.S.) • Stereotypes of people who earn more money involve strong increases in positive male qualities (e.g., independence) moderate increases in negative male qualities (e.g., aggressiveness) and overall decreases in female qualities • Employees question the competency of female managers • Female leaders receive more negative non-verbal cues from groups members than men

6. Equal pay for equal work?How far have we come to achieving this goal?

8. 62% 62% College-educated women may actually be falling further behind

9. Data from 2003

10. Women expect lower salaries-why? • They are aware of reality--they know that earn less • Women expect to take more time off work (e.g. for child rearing) • Women place less importance on job outcomes than men • Women have lower self-confidence in many achievement situations

11. Gender stereotypes are maintained even when the evidence is conflicting. Research by Deaux

12. Weiner’s Taxonomy Why do women fail? Why do women succeed? Why do men fail? Why do men succeed? “He’s skilled, she’s lucky” Swim & Sanna, 1996

13. Women generally do not score as high as men on standardizedtests of math andscience competence.Why?

14. The Performance of Women on Masculine-Tasks is Influenced by Stereotype Threat • Stereotype Threat is being concerned about a negative stereotype of your group. For example, women might be concerned about the stereotype that women are inferior in math. • This concern can lead to distress and distraction when stereotypes are thought to be relevant to performance • This distress can interfere with performance • Some women are more conscious of group membership (I.e., being a woman) than others

15. Schmader (2003) • Male & Female college students selected who scored 500-700 on quantitative part of SAT • Measured Collective Self-Esteem: e.g., “Being a woman/man is an important part of my self-image.” • Participants told either that their scores on a test would be compared to other students or that males and females would be compared--GenderRelevance Manipulation • Participants took math section of GRE

16. Only significant Male/female difference

17. How do women in leadership roles behave differently from men?

18. Women are more likely than men to be • TRANFORMATIONAL LEADERS • -Transformational leaders communicate values, purpose, • and importance of organization’s mission • -Transformational leaders exhibit optimism & excitement • about goals • -Transformational leaders examine new perspectives for • solving problems • -Transformational leaders focus on the development and • mentoring of followers • Men are more likely than women to be TRANSACTIONAL or • LAISSEZ-FARE LEADERS Leadership Styles of Women and Men From Eagly, Johannesen-Schmidt, & Engen (2003)

19. What are the actual gender differences in psychological variables?

20. Gender Differences from Meta-Analyses (Hyde, 2007) • Cognitive variables • Mathematics problems solving (M>F) • Mathematics (M>F) • Reading comprehension (F>M) • Mental rotation (M>F) • Communication variables • Self-disclosure (F>M) • Smiling (F>M)

21. Gender Differences from Meta-Analyses (Hyde, 2007) • Social Personality Variables • Physical aggression (M>F) • Verbal aggression (M>F) • Helping behavior (M>F) • Leadership effectiveness (F>M) • Self-esteem (M>F) • Depression symptoms (F>M) • Attitudes about casual sex (M>F) • Miscellaneous • Throwing velocity (M>F) • Moral reasoning (M>F)

22. Why do women and men differ in their social behaviors?

23. Three types of explanations of sex differences (Wood & Eagly, 2002) • Social constructionism - e.g., Eagly’s Social-Role Theory - sex differences are the products of arbitrary socialization experiences • Evolutionary psychology - sex differences are “hard-wired” - the results of evolutionary pressures • Biosocial theory - sex differences are emergent from biological differences (e.g., male size & female capacity to bear children), developmental experiences (e.g., socialization), and cultural factors

24. Analyses from 185 societies show male/female divisions of labor Percent of male participation • Predominantly masculine activities: Hunting large land fauna (99.3%) • Quasi-masculine activities: House building (77.4%) • Swing activities: Care of small animals (35.9%) • Quasi-feminine activities: Cooking (8%)

25. Eagly’s Social-Role Theory ofsex differences in social behavior Gender-Role Expectations Division of Labor Between the Sexes Sex Differences in Social Behavior Sex-Typed Skills & Beliefs

26. Analyses from 185 societies show male/female divisions of labor